The fruitful outcome of graduate student-designed curricula: research modules, publishing opportunities, and outreach inspired by the NSF’s Graduate STEM Fellows in K-12 Education (GK-12) Program
Douglas, Jason .
Engaging students through environmental justice research.
Young people are more often than not very well aware of social, political, and environmental issues in their neighborhood and the world, but what can awareness achieve if there is only a limited understanding of the issues? When environmental issues seem too enormous and all encompassing to have a workable solution, it can lead to people feeling further removed from nature -- particularly in the urban context. Environmental issues at the scale of global warming have been associated with a sense of removal when considering cause and effect, and often a sense of incapacity regarding the ability to take action on such matters (Devine-Wright et al., 2004). A decontextualized style of learning can result in a sense of removal from the issues that are being considered (Berman, 1997). How can educators, researchers and practitioners help to instill a sense of responsibility in youth and society when they are up against society's increasing removal from nature? Drawing on my work with young adults in an after-school environmental research program, this paper explores young people's material and conceptual remaking of nature and society as they participate in a research program concerning environmental issues in New York City, e.g. air pollution and access to green space. Further, it examines theory and practice concerning experience, community engagement, mentorship, and democracy as pathways to the development of efficacy and environmental stewardship.
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1 - The Graduate School and University Center -- City University of New Yo, Environmental Psychology, 365 5th Avenue, New York, NY, 10016, USA
Presentation Type: Symposium or Colloquium Presentation
Location: Forsyth Room/Chase Park Plaza
Date: Tuesday, July 12th, 2011
Time: 4:45 PM